REALIZATION OF LINGUISTIC AND FORMULAIC COMPETENCES CLASSROOM INTERACTION

Sekar Meifi Andari

doi:10.36412/jellt.v6i2.2867

REALIZATION OF LINGUISTIC AND FORMULAIC COMPETENCES CLASSROOM INTERACTION

Sekar Meifi Andari⁽¹⁾,

(1) Universitas Negeri Semarang

Corresponding Author

Abstract

This study aimed to investigate the types and the most dominant type of formulaic competence, how teacher and students differ in using the expressions, and how is the relationship between linguistic and formulaic competence in classroom interactions. The subjects of this study were one English teacher and 36 students of tenth grade in the academic year of 2020/2021. This study used a qualitative method. The data were collected through observation and documentation. In order to analyze the data, the theory proposed by Biber et al. (1999) and Celce-Murcia (2007) were used. The study revealed that there were five types of formulaic competence used in classroom interactions as Biber et al. (1999) proposed. They were collocations, idiomatic phrases, lexical bundles, binominal expressions, and inserts. The most dominant type used was inserts with 70% and followed by lexical bundles with 19%, collocations (5%), idiomatic phrases with 3%, and binominal expressions with 3%. In the differences between the teacher and students' use of the expressions, the teacher used all five types of formulaic competence, while the students only used four types of formulaic competence and disregarding the use of idiomatic phrases. During the interactions, the teacher used more varied expressions than the students. Then, the findings also showed that there was a relationship between linguistic and formulaic competence.

References

Bagarić, V., & Djigunović, J. M. (2007). Defining Communicative. Metodika, 8(1), 94–103. file:///D:/Downloads/Bagaric_i_Mihaljevic_Djigunovic_ENG.pdf

Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman Grammar of Spoken and Written English. Longman.

Boers, F., & Lindstromberg, S. (2009). Optimizing a Lexical Approach to Instructed Second-Language Acquisition. Palgrave Macmillan UK.

Bumbak, S. (2018). The Use of Formulaic Language in EFL High School Classrooms. http://journal.stainkudus.ac.id/index.php/equilibrium/article/view/1268/1127%0Ahttp://publicacoes.cardiol.br/portal/ijcs/portugues/2018/v3103/pdf/3103009.pdf%0Ahttp://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S0121-75772018000200067&lng=en&tlng=

Celce-Murcia, M. (2007). Rethinking the Role of Communicative Competence. In Intercultural Language Use and Language Learning (pp. 41–57). Springer.

Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1995). Communicative Competence: A Pedagogically Motivated Model with Content Specifications. Issues in Applied Linguistics, 6(2), 5–35.

Cheek, J. (2004). At the Margins? Discourse Analysis and Qualitative Research. Qualitative Health Research, 14(8), 1140–1150. https://doi.org/10.1177/1049732304266820

Chomsky, N. (1965). Aspects of the Theory of Syntax. M.I.T. Press.

Creswell, W. J., & Creswell, J. D. (2017). Research Design: Qualitative, Quantitative adn Mixed Methods Approaches (5th ed). SAGE Publications.

da Silva, L. G. (2020). Formulaic Language Sequences and Oral Interaction in the Primary English Classroom (Issue 1). Universidade NOVA de Lisboa.

Ding, S.-Y., & Chen, J. (2019). Formulaic Language in Second Language Teaching—A Case Study of Situation-Bound Utterances in China’s EFL Textbooks. 4th International Conference on Education Science and Development (ICESD 2019). https://doi.org/10.12783/dtssehs/icesd2019/28082

Fernández, E. M., & Cairns, H. S. (2011). Fundamentals of Psycholinguistics. Wiley.

Hymes, D. H. (1972). On Communicative Competence. In Sociolinguistics. Selected Readings (pp. 269–293). University of Pennsylvaonia Press. http://search.ebscohost.com/login.aspx?direct=true&db=cat06300a&AN=sibbila.22851&site=eds-live

Khusnita, D., & Rukmini, D. (2016). The EFL Learners’ Perceptions and Realizations of Formulaic Sequences in Casual Conversation. English Education Journal (EJJ), 6(2), 68–78.

Lewis, M. (2008). Implementing the Lexical Approach. Putting Theory into Practice. Heinle. http://elt.heinie.com

Mustapa, Y., & Agustien, H. I. R. (2017). Formulaic Expressions Used in Conversational Texts of the Tenth Grade’S English Textbooks. English Education Journal (EEJ), 7(1), 54–65. https://doi.org/10.15294/eej.v7i1.14687

Neno, H., & Agustien, H. I. R. (2016). The Use of Formulaic Expressions in EFL Students’ Interactions. English Education Journal (EEJ), 6(1), 39–44.

Pramudita, E. (2018). A Case Study of Classroom Interaction in Speaking Class at State Islamic Institute of Surakarta. Universitas Muhammadiyah Surakarta.

Sarani, A., & Najjarbaghseyah, R. (2019). Exploring EFL Learners’ Use of Formulaic Sequences in Pragmatically Focused Role-play Tasks. Journal of Teaching Language Skills (JTLS), 37(4), 141–163. https://doi.org/10.22099/jtls.2019.33711.2694

Schmitt, N., Jiang, X., & Grabe, W. (2011). The Percentage of Words Known in a Text and Reading Comprehension. Modern Language Journal, 95(1), 26–43. https://doi.org/10.1111/j.1540-4781.2011.01146.x

Shin, D., & Nation, P. (2008). Beyond single words: the most frequent collocations in spoken English. ELT Journal, 62(4), 339–348. https://doi.org/10.1093/elt/ccm091

Sukur, S. G. (2020). The Impact of Disregarding Formulaic Competence in Developing Senior High School English Textbooks in Indonesia. Journal of Languages and Language Teaching, 8(2), 183. https://doi.org/10.33394/jollt.v8i2.2521

Sundari, H. (2017). Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia. Advances in Language and Literary Studies, 8(6), 147. https://doi.org/10.7575/aiac.alls.v.8n.6p.147

Tahir, I. (2018). Teachers ’ Beliefs in Balancing Linguistic Competence and Teaching Performance in EFL Classrooms. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 9(1), 50–58.

Thoms, J. J. (2012). Classroom Discourse in Foreign Language Classrooms: A Review of the Literature. Foreign Language Annals, 45(S1), 8–27. https://doi.org/10.111/j.1944-9720.2012.01177.x.FOREIGN

Walsh, S. (2006). Investigating Classroom Discourse. In Investigating Classroom Discourse. Routledge. https://doi.org/10.4324/9780203015711-8

Wood, D. (2015). Fundamentals of Formulaic Language: An Introduction. Bloomsbury Publishing.

Wray, A., & Perkins, M. R. (2000). The functions of formulaic language: An integrated model. Language & Communication, 20(1), 1–28. https://doi.org/10.1016/S0271-5309(99)00015-4

Full Text: PDF